Miriam’s Vision is about community cohesion. This cannot be over-emphasised to students, whenever the opportunity arises.
This module works well with:
For ease of reference, we will often refer to the 2005 London bombings as “7/7” (seventh day of the month of July).
All modules in Miriam’s Vision use the four-part Miriam’s Story video package (total 8 minutes) to set the context of the resource for students. It is housed on Youtube.
The Miriam's Vision Dance module consists of a set of lesson plans with incorporated guidance notes, intended to be used flexibly.
Downloadable electronic resources and others are listed at the beginning of each lesson plan and highlighted within the plans for ease of reference. We have provided bespoke resources that are not dependent on internet access in the classroom when possible, although it is useful for Task 2. You will need projection equipment. You have everything you need to deliver Miriam's Vision in your classroom.
Timings are not included, as we know you will wish to adapt and select according to the needs of your class. We have assumed consecutive sessions delivered as your timetable permits.
We have not included suggestions about differentiation other than to offer some variety of input / expectation in places.
You will need to be aware of possible sensitivities around this topic. Some students may have been directly or indirectly affected by terrorism themselves and there are potential religious sensitivities.
The Dance module takes the location of Miriam’s memorial, the Miriam Hyman Children's Eye Care Centre as its starting point. The MHCECC is in Odisha, India and Odissi is one of the eight classical Indian dance forms.
The central message of the module is that every culture includes Dance, and although locality influences the forms it takes, Dance is a universal human expression that fulfils many roles. So despite local differences, we have fundamental commonalities that unite us.
Different Backgrounds, Common Ground is therefore the overall theme.
Students are introduced to the basics of Odissi and have opportunities to explore some simple elements through analysis and performance, compare to Dance in their own environment and choreograph and perform short pieces incorporating chosen elements of either.
We recognise that there is a relatively large amount of introductory material, which is necessary to set the context. Tasks 1 and 2 can be kept short and light. Task 3 can also be done quickly.
A short learned sequence gives students a taste of Odissi. Because this sequence is demonstrated in video, any non-dance specialist PE teacher will be able to deliver the Scheme of Work.
There is a vast range of relevant sources online and the links given in these plans can easily be replaced with others if you find ones you prefer (it would be helpful if you could share them with us), or experience difficulty accessing them (although we have tried to use relatively reliable sites).
Guidance notes are incorporated into the plans. We have assumed consecutive sessions delivered as your timetable permits, possibly fitting two sessions into a timetabled lesson.
Extension activities included in the plans are envisaged as homework but could be included in contact time depending on how much time you have timetabled for the entire module.
Dance National Curriculum KS3
The following aspects of the curriculum are covered in the Miriam’s Vision Dance Scheme of Work.
Purpose of Study
“It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness.”
The national curriculum for physical education aims to ensure that all pupils:
- develop competence to excel in a broad range of physical activities
- are physically active for sustained periods of time
- lead healthy, active lives
Pupils should be taught to:
- perform dances using advanced dance techniques within a range of dance styles and forms.
- take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group.
- analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best.